The KING S Medium Term Plan English Y7 Learning Cycle 4 Programme

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1 The KING S Medium Term Plan English Y7 Learning Cycle 4 Programme Module Building on prior learning Future learning Shakespeare: The Merchant of Venice This module will build on students knowledge of Shakespeare s works and their social, cultural and historical context. Students will develop their analytical skills and consider the way Shakespeare uses language to explore his key themes of prejudice, wealth and relationships. Students will develop their writing skills through essay style responses and creative writing tasks, whilst in addition, the module provides opportunities for students to develop their speaking and listening skills, through shared reading of the play, class/group discussions and debate. In keeping with the English Literature Paper 1 Section A, students will write an essay on an extract from the play, drawing on their knowledge from other parts of the play. During learning cycle two, students were introduced to the history of the sonnet form and explored a range of Shakespeare s sonnets. Students developed their knowledge of linguistic and structural techniques and poetic devices, and considered how Shakespeare used these to achieve his intended effects. For their end of unit assessment, they wrote an essay response to Sonnet 18. Given that The Merchant of Venice is a set text on the AQA English Literature Specification (Paper 1: Section A), the module will help students develop their understanding of the play and key analytical and essay writing skills. Students will revisit Shakespeare s works (poetry and plays) in their GCSE studies. Overarching subject Challenge question Exam board links: Lines of Enquiry Does Shakespeare challenge or reinforce prejudice in The Merchant of Venice? The mid-term assessment will be based on the skills needed to complete AQA English Literature paper two, section A. The end of learning cycle assessment will be the AQA example question for English Literature Paper 1, section A. Week 1: What is the social, historical and cultural context of The Merchant of Venice? Week 2: How would Elizabethan audiences have reacted to the national stereotypes presented in the opening scenes of the play? How does Shakespeare use humour to highlight the dehumanising effects of prejudice?

2 Week 1 4 1hr lessons (including up to one hour of REACH 1 ) plus 1 hour of homework Week 3: Is Jessica a villain or victim in the play? To what extent does Shakespeare encourage us to sympathise with Shylock s daughter? Mid-term assessment: Students will write an essay style response in relation to this week s lines of enquiry. Week 4: Consider Shakespeare s characterisation of Portia and Jessica; are Shakespeare s female characters realistic representations of Elizabethan women? Week 5: How does Shylock defend his demand for a pound of human flesh? What Christian act does he compare this to? How does Shylock s hatred of Antonio differ from Antonio s of Shylock? Is The Merchant of Venice an anti-semitic play or a play about anti- Semitism? Week 6: Complete Act 5. Revision, learning homework incorporate the skills developed this learning cycle. Assessment week. End of learning cycle assessment: Essay question from AQA Literature Specimen Paper1: Section A Line of Enquiry: What is the social, historical and cultural context of The Merchant of Venice? Overview This week students will be introduced to The Merchant of Venice module and the GCSE exam paper. The first lesson will also help to refresh students knowledge of Shakespeare s social, cultural and historical context. During the week students will consider the social, historical and cultural context of The Merchant of Venice. Lesson Hypotheses Hypothesis 1: We can link stories from different time periods through their themes and plot-lines. Hypothesis 2: People in Shakespeare s time are very different than people in 21c England. Hypothesis 3: Male friendship was very important in Shakespeare s time Learning Intentions: AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style, develop an informed personal response and use textual references, including quotations, to support and illustrate interpretations. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written. 1 Dedicated improvement and reflection time: students are given feedback on an extended piece of writing from their teacher. Students then redraft their work based on the targets they have been given.

3 AO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation Weekly success criteria: Identify and comment on the key themes in the play. Explore links between stories across time. Make predictions based on information about character and plot Identify and comment on the character traits of Antonio and Bassanio as presented in the opening scene of the play, demonstrating an understanding of the nature of male friendship during Shakespeare s time. Learning outcomes: WT/GP1: Some awareness and understanding of simple meaning. Some simple inference at a basic level with some recognition of high frequency words; feature spotting. Some awareness of when and where a text was produced. GP2: Identification of main points with some textual references. Straightforward inference based on unrelated ideas beginning to be established with some ideas; begins to make simple comments on language features. Able to make straightforward connections between the text and its context. GP3: Able to clearly identify most relevant points using a range of quotations and textual references. Explanation of relevant language, structure and ideas, without teacher support. Understand that texts reflect their time and culture and fit into historical and historical and cultural traditions. GP4: Most relevant points summarised and synthesised through well-chosen textual references. Explores developed interpretations of language, structure and ideas. Makes connections between texts from different time and cultures. Project-based homework: Revision Guide Week 2 4 1hr lessons (including up to Homework 1: Students will create a revision sheet to explain the setting of The Merchant of Venice. Line of Enquiry: How would Elizabethan audiences have reacted to the national stereotypes presented in the opening scenes of the play? How does Shakespeare use humour to highlight the dehumanising effects of prejudice? Overview

4 one hour of REACH 2 ) plus 1 hour of homework This week students will consider issues of prejudice and stereotyping, presented in the opening scenes of the play. They will consider how Shakespeare s and modern audiences would react, suggesting reasons for the disparity/changes in attitudes. Lesson Hypotheses Hypothesis 1: Modern audiences would react differently to the national stereotypes presented in the opening scenes of the play. Hypothesis 2: Shakespeare uses humour to highlight the dehumanising effects of prejudice Hypothesis 3: Prejudice arises from our fear of otherness. Learning Intentions: AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style, develop an informed personal response and use textual references, including quotations, to support and illustrate interpretations. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written. AO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation Weekly success criteria: Develop understanding of the central characters in the play. Identify issues of prejudice, stereotyping (men and women). Analyse key scenes from Act 1 Contribute to shared reading/discussion of Act 1 Learning outcomes: WT/GP1: Some awareness and understanding of simple meaning. Some simple inference at a basic level with some recognition of high frequency words; feature spotting. Some awareness of when and where a text was produced. 2 Dedicated improvement and reflection time: students are given feedback on an extended piece of writing from their teacher. Students then redraft their work based on the targets they have been given.

5 GP2: Identification of main points with some textual references. Straightforward inference based on unrelated ideas beginning to be established with some ideas; begins to make simple comments on language features. Able to make straightforward connections between the text and its context. GP3: Able to clearly identify most relevant points using a range of quotations and textual references. Explanation of relevant language, structure and ideas, without teacher support. Understand that texts reflect their time and culture and fit into historical and historical and cultural traditions. GP4: Most relevant points summarised and synthesised through well-chosen textual references. Explores developed interpretations of language, structure and ideas. Makes connections between texts from different time and cultures. Project-based homework: Revision Guide Week 3 4 1hr lessons (including up to one hour of REACH 3 ) plus 1 hour of homework Homework 2: Students will create a revision sheet on the main characters in The Merchant of Venice. Line of Enquiry: Is Jessica a villain or victim in the play? To what extent does Shakespeare encourage us to sympathise with Shylock s daughter? Overview This week students will be introduced to the term dramatic irony. They will consider Shakespeare s deployment of dramatic irony and its effect on the audience. Students will consider Jessica s and Shylock s roles as villains and victims in the play, and offer explanations of Shakespeare s reasons for his characterisation. Lesson Hypotheses Hypothesis 1: Shakespeare uses dramatic irony to involve and engage the audience. Hypothesis 2: Jessica can be considered both a victim and a villain. Hypothesis 3: Shylock can be considered both a victim and a villain. 3 Dedicated improvement and reflection time: students are given feedback on an extended piece of writing from their teacher. Students then redraft their work based on the targets they have been given.

6 Learning Intentions: AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style, develop an informed personal response and use textual references, including quotations, to support and illustrate interpretations. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written. AO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation Weekly success criteria: Develop an understanding of the term dramatic irony. Explain and evaluate the effect of dramatic irony as deployed in Act 2 Scene 5 of the play. To consider Shylock s reaction to Jessica s departure. Consider Shylock s role as victim/villain in the play. Develop understanding of how prejudice is presented in the play Analyse Shylock s character and motivations for his behaviour in the play. Learning outcomes: WT/GP1: Some awareness and understanding of simple meaning. Some simple inference at a basic level with some recognition of high frequency words; feature spotting. Some awareness of when and where a text was produced. GP2: Identification of main points with some textual references. Straightforward inference based on unrelated ideas beginning to be established with some ideas; begins to make simple comments on language features. Able to make straightforward connections between the text and its context. GP3: Able to clearly identify most relevant points using a range of quotations and textual references. Explanation of relevant language, structure and ideas, without teacher support. Understand that texts reflect their time and culture and fit into historical and historical and cultural traditions. GP4: Most relevant points summarised and synthesised through well-chosen textual references. Explores developed interpretations of language, structure and ideas. Makes connections between texts from different time and cultures.

7 Project-based homework: Revision Guide Week 4 4 1hr lessons (including up to one hour of REACH4) plus 1 hour of homework Homework 3: Students will create a revision sheet on the key themes in The Merchant of Venice. Line of Enquiry: Consider Shakespeare s characterisation of Portia and Jessica; are Shakespeare s female characters realistic representations of Elizabethan women? Overview This week students will consider Shylock s relationship with his daughter, and evaluate whether his reaction proves him to be more of a mammon-worshipper, than a loving father. Students will consider the extent to which Shylock s need for revenge is fuelled by the mistreatment he has suffered at the hands of others. Finally students will consider Shakespeare s representations of women, and explain whether these are realistic or fantastical, suggesting reasons for Shakespeare s characterisation. Lesson Hypotheses Hypothesis 1: Shylock is more upset about his stolen jewels and money, than the loss of his daughter. Hypothesis 2: Shylock s need for revenge arises from his suffering at the hands of others. Hypothesis 3: Shakespeare creates unrealistic representations of Elizabethan women. Learning Intentions: AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style, develop an informed personal response and use textual references, including quotations, to support and illustrate interpretations. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written. AO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation Weekly success criteria: Predict Shylock s reaction to the news Antonio s ships haven t returned. Analyse and comment on Shylock s character. Recall information about Portia 4 Dedicated improvement and reflection time: students are given feedback on an extended piece of writing from their teacher. Students then redraft their work based on the targets they have been given.

8 Discuss the traditional role of women at the time, explaining how neither Portia nor Jessica fit that role. Learning outcomes: WT/GP1: Some awareness and understanding of simple meaning. Some simple inference at a basic level with some recognition of high frequency words; feature spotting. Some awareness of when and where a text was produced. GP2: Identification of main points with some textual references. Straightforward inference based on unrelated ideas beginning to be established with some ideas; begins to make simple comments on language features. Able to make straightforward connections between the text and its context. GP3: Able to clearly identify most relevant points using a range of quotations and textual references. Explanation of relevant language, structure and ideas, without teacher support. Understand that texts reflect their time and culture and fit into historical and historical and cultural traditions. GP4: Most relevant points summarised and synthesised through well-chosen textual references. Explores developed interpretations of language, structure and ideas. Makes connections between texts from different time and cultures. Week 5 4 1hr lessons (including up to one hour of REACH5) plus 1 hour of homework Project-based homework: Revision Guide Homework 4: Students will create a revision sheet to compare Shakespeare s representations of women in The Merchant of Venice, with actual representations of Elizabethan women. Line of Enquiry: How does Shylock defend his demand for a pound of human flesh? What Christian act does he compare this to? How does Shylock s hatred of Antonio differ from Antonio s of Shylock? Overview This week students will the themes of mercy and justice and will develop their understanding of the terms moral justice and legal justice. They will consider whether Shakespeare s play reinforces anti-semitic prejudice and evaluate the extent to which modern audiences would be more sympathetic to Shylock. Lesson Hypotheses Hypothesis 1: There s a difference between moral justice and legal justice. Hypothesis 2: Modern audiences would be more sympathetic to Shylock than Shakespeare s audiences. Hypothesis 3: Shakespeare reinforces anti-semitic prejudice, in his portrayal of merciful Christians in contrast with the vengeful Jew. 5 Dedicated improvement and reflection time: students are given feedback on an extended piece of writing from their teacher. Students then redraft their work based on the targets they have been given.

9 Learning Intentions: AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style, develop an informed personal response and use textual references, including quotations, to support and illustrate interpretations. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written. AO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation Weekly success criteria: Shared reading of Act 3 Scene 3 Close analysis of Shylock s language when he speaks to Antonio. Shared reading and discussion of Act 4 Scene 1 Explain how the themes of mercy and revenge are explored in Acts 3-4. Learning outcomes: WT/GP1: Some awareness and understanding of simple meaning. Some simple inference at a basic level with some recognition of high frequency words; feature spotting. Some awareness of when and where a text was produced. GP2: Identification of main points with some textual references. Straightforward inference based on unrelated ideas beginning to be established with some ideas; begins to make simple comments on language features. Able to make straightforward connections between the text and its context. GP3: Able to clearly identify most relevant points using a range of quotations and textual references. Explanation of relevant language, structure and ideas, without teacher support. Understand that texts reflect their time and culture and fit into historical and historical and cultural traditions. GP4: Most relevant points summarised and synthesised through well-chosen textual references. Explores developed interpretations of language, structure and ideas. Makes connections between texts from different time and cultures. Project-based homework: Revision Guide Homework 5: Students will create newspaper report based on events leading up to the trial of Act 4 scene 1

10 Week 6 Read and discuss Act 5. Revision, learning homework incorporate the skills developed this learning cycle. Assessment preparation and completion. Gap Analysis Reinforcement Gap Reinforcement This end of module time will be allocated to re-teaching any gaps discovered in each individuals knowledge as a result of the assessment process Extended Learning